Handbook of personality and seft regulation

To thiscore set of contributions were added chapters that address temperament, as well aschapters that extend the range of personality traits and individual differences repre- nec-sented

Handbook of Personality and Self-Regulation

Edited by

Rick H Hoyle

A John Wiley & Sons, Ltd., Publication

© 2010 Blackwell Publishing Ltd

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Library of Congress Cataloging-in-Publication Data

Hoyle, Rick H.

Handbook of personality and self-regulation / Rick H Hoyle.

p cm.

Includes bibliographical references and index.

ISBN 978-1-4051-7712-2 ( hardcover : alk paper) 1 Personality 2 Personality development 3 Self-control I Title II Title: Personality and self-regulation BF698.H63 2010

155.2– dc22

2009030165

A catalogue record for this book is available from the British Library.

Set in 10.5/13pt Adobe Garamond by Graphicraft Limited, Hong Kong

Printed in Singapore

1 2010

Part I Temperament and Early Personality 19

Nancy Eisenberg, Natalie D Eggum, Julie Sallquist, and Alison Edwards

Renée M Tobin and William G Graziano

Clancy Blair, Susan Calkins, and Lisa Kopp

Jennifer M McDermott and Nathan A Fox

Part II Personality Processes 115

Carolyn C Morf and Stephan Horvath

Robert R McCrae and Corinna E Löckenhoff

Christopher P Niemiec, Richard M Ryan, and Edward L Deci

Carol Sansone, Dustin B Thoman, and Jessi L Smith

Paul Karoly

C Nathan DeWall, Roy F Baumeister, David R Schurtz, and

Matthew T Gailliot

Part III Individual Differences 263

Malgorzata Ilkowska and Randall W Engle

Abigail A Scholer and E Tory Higgins

James E Maddux and Jeffrey Volkmann

Nils B Jostmann and Sander L Koole

Eran Magen and James J Gross

17 Modes of Self-Regulation: Assessment and Locomotion as

Arie W Kruglanski, Edward Orehek, E Tory Higgins, Antonio Pierro,

and Idit Shalev

Jennifer Crocker, Scott Moeller, and Aleah Burson

Michelle R vanDellen, Erin K Bradfield, and Rick H Hoyle

Activation /Inhibition and Regulatory Focus as Distinct Levels

About the Editor

Rick H Hoyle, PhD, is Professor of Psychology and Neuroscience at Duke University.

He is a Fellow of the American Psychological Association (Divisions 5, Evaluation,Measurement, and Statistics, and 9, Society for the Psychological Study of Social Issues)and a Fellow and Charter Member of the Association for Psychological Science Dr

Hoyle has served as Associate Editor of the Journal of Personality and Social Psychology, Journal of Personality, and Self and Identity, and Editor of Journal of Social Issues Among his book projects are, Selfhood: Identity, Esteem, Regulation (coauthored with Michael Kernis, Mark Leary, and Mark Baldwin) and the Handbook of Individual Differences

in Social Behavior (coedited with Mark Leary).

List of Contributors

Claire E Adams, Department of Psychology, Louisiana State University, Baton RougeRoy F Baumeister, Department of Psychology, Florida State University, TallahasseeClancy Blair, Department of Applied Psychology, New York University

Erin K Bradfield, Department of Psychology and Neuroscience, Duke University,Durham, NC

Aleah Burson, Department of Psychology, University of Michigan, Ann ArborSusan Calkins, Department of Psychology, University of North Carolina at

Greensboro

Jennifer Crocker, Department of Psychology, University of Michigan, Ann ArborEdward L Deci, Department of Clinical and Social Psychology, University ofRochester, NY

C Nathan DeWall, Department of Psychology, University of Kentucky, LexingtonAlison Edwards, Department of Psychology, Arizona State University, TempeNatalie D Eggum, Department of Psychology, Arizona State University, TempeNancy Eisenberg, Department of Psychology, Arizona State University, TempeRandall W Engle, School of Psychology, Georgia Institute of Technology, AtlantaNathan A Fox, Department of Human Development, University of Maryland,College Park

Matthew T Gailliot, Department of Social Psychology, University of AmsterdamWilliam G Graziano, Department of Psychological Sciences, Purdue University,West Lafayette, IN

James J Gross, Department of Psychology, Stanford University, CA

E Tory Higgins, Department of Psychology, Columbia University, New YorkStephan Horvath, Institute of Psychology, University of Bern

Rick H Hoyle, Department of Psychology and Neuroscience, Duke University,Durham, NC

Malgorzata Ilkowska, School of Psychology, Georgia Institute of Technology,Atlanta

Nils B Jostmann, Department of Social Psychology, Vrije Universiteit AmsterdamPaul Karoly, Department of Psychology, Arizona State University, Tempe

Sander L Koole, Department of Social Psychology, Vrije Universiteit AmsterdamLisa Kopp, Department of Human Development and Family Studies, PennsylvaniaState University, University Park

Arie W Kruglanski, Department of Psychology, University of Maryland,

Robert R McCrae, Baltimore, MD

Jennifer M McDermott, Department of Human Development, University ofMaryland, College Park

Scott Moeller, Department of Psychology, University of Michigan, Ann ArborCarolyn C Morf, Institute of Psychology, University of Bern

Christopher P Niemiec, Department of Clinical and Social Psychology, University

of Rochester, NY

Edward Orehek, Department of Psychology, University of Maryland, College ParkAntonio Pierro, Department of Social and Developmental Psychology, University ofRome “La Sapienza”

Richard M Ryan, Department of Clinical and Social Psychology, University ofRochester, NY

Julie Sallquist, Department of Psychology, Arizona State University, Tempe

Carol Sansone, Department of Psychology, University of Utah, Park City

Abigail A Scholer, Department of Psychology, Columbia University, New YorkDavid R Schurtz, Department of Psychology, University of Kentucky, LexingtonIdit Shalev, Department of Psychiatry, University of Florida, Gainesville

Jessi L Smith, Department of Psychology, Montana State University, BozemanTimothy J Strauman, Department of Psychology and Neuroscience, Duke

Fairfax, VA

Wilkie A Wilson, Department of Medicine, Duke University Medical Center,Durham, NC

It is perhaps not surprising that self-regulation and related constructs began movingtoward center stage in psychological science in the 1990s The increased attention coincided with emerging evidence that Americans were beginning to realize the con-sequences of the excesses of the 1980s For instance, US consumers’ revolving creditdebt, which stood at $54 billion in the late 1970s, had risen to more than $600 billion

by the end of the 1990s; it now approaches $1 trillion Whereas in 1990 no US statehad a prevalence rate above 15% for obesity, by 2007 only one state had a prevalencerate less than 20%, and 30 states had a prevalence rate of 25% or more The Centersfor Disease Control and Prevention reported that in 2000, obesity, physical inactivity,and tobacco use accounted for more than one-third of all deaths in the US Another8% of deaths were attributable to a cluster of behavioral causes — alcohol consump-tion, motor vehicle crashes, incidents involving firearms, sexual behaviors, and use ofillicit drugs — principally characterized by inadequate self-regulation As this book isgoing to press, millions of Americans are reeling in the face of an economic crisisattributable in part to excessive borrowing and lending and high-risk investments madewith little or no concern for potential long-term consequences As the costs of theseunregulated behaviors mount, psychological scientists have reacted by drawing atten-tion to the causes and consequences of inadequate self-regulation and means by whichself-regulation might be improved

The goal of this handbook is to showcase some of the best psychological science

on regulation, with a specific focus on programs of research that examine regulation in the context of normal personality Each chapter integrates empirical findings

self-on self-one or more basic persself-onality traits with findings inspired by emerging models of

self-regulation The focus is programs of research; thus, each chapter reviews multiple

research studies, sometimes carried out over decades, by the authors Although

findings from most of these studies have been published previously, their value is increasedthrough inclusion in integrative accounts that focus on themes across multiple studies and perhaps highlight implications of the findings that were not apparent whenoriginally published.

The primary audience for the book is social and behavioral scientists with an interest

in dynamic models of personality and self-regulation Many of the chapters presentfindings from research conducted in settings or with populations that are of poten-tial value to practitioners (e.g., counseling and clinical psychologists, psychiatric socialworkers, financial advisors) who serve individuals who could benefit from more effec-tive self-regulation Because of the relevance of self-regulation to discussions of thebroader, more philosophical question of how a society regulates the behavior of itsmembers, this handbook might also be of interest to some sociologists, economists,political scientists, and philosophers

A subset of the chapters in this handbook began as articles in a special issue

of Journal of Personality on personality and self-regulation ( Volume 74, Issue 6,

December 2006 ) The number and length of contributions in that outlet were essarily restricted It became apparent early in the process of editing that special issuethat there were more contributors than an issue of the journal could accommodate,and that contributors had more to say than page limits would allow A subset of theauthors whose contribution initially appeared in that special issue were invited to expandand update their journal article to be included as a chapter in this handbook To thiscore set of contributions were added chapters that address temperament, as well aschapters that extend the range of personality traits and individual differences repre-

nec-sented in the special issue of Journal of Personality.

This handbook is organized in three parts In Part I, the chapters focus on the gence of aspects of temperament and personality relevant to self-regulation Chapters

emer-in Part II provide accounts of self-regulation as it emer-influences and is emer-influenced by basicpersonality processes in normal adults Part III is the largest, comprising 10 of the 21chapters Chapters in this part focus on individual differences that contribute to orreflect variability in the components, styles, and effectiveness of self-regulation.Collectively, these contributions offer a rich account of the state of the science in research

on personality and self-regulation

Acknowledgments

Producing a book, even one for which the bulk of the content is provided by talentedcontributing authors, is a substantial undertaking and is rarely accomplished withoutthe support of talented professionals This handbook is no exception I owe a debt of

gratitude to Howard Tennen ( University of Connecticut), long-time editor of Journal

of Personality, who supported my guest editorship of a special issue of that journal on

personality and self-regulation and encouraged me to expand that set of journal

articles into this handbook Christine Cardone, executive editor of psychology booksfor Wiley-Blackwell, facilitated the transition from journal to handbook editor andoffered guidance and encouragement from beginning to end Grazyna Kochanska( University of Iowa) helped identify potential contributors for the first section of the book The structure and content of the book benefit from input at the proposalstage from Brent Roberts ( University of Illinois), Constantine Sedikides ( University

of Southampton), James Shepperd ( University of Florida), and Howard Tennen( University of Connecticut Health Center) Contributing authors helped strengthenthe book as a whole by reviewing and providing feedback on drafts of other contrib-utors’ chapters Constance Adler, editorial assistant for Wiley-Blackwell, helped movethe manuscript through the publication process Finally, as with all my projects, scholarly and otherwise, I benefited from the encouragement and support of my wife,Lydia, and my children, Matthew, Michael, and Jessica

Rick H HoyleDuke University

Personality and Self-Regulation

Rick H Hoyle*

Because people are not in complete control of the physical and social environmentsthey encounter in daily life, it is inevitable that discrepancies arise between what theiridentities, goals, and preferences lead them to expect or desire in specific situationsand what transpires in those situations People generally find such discrepancies at leastmildly and temporarily unsettling, because they call into question their understanding

of how the world works (or could work) or their understanding of their own goals,motives, or behavior When these discrepancies arise, they generally are met with swiftand decisive actions aimed at aligning expectations or desires and reality These actions,collectively referred to as self-regulation, are the natural, often automatic response ofhealthy individuals to salient discrepancies between expectation and reality as they per-ceive it They may involve cognition or behavior, and almost always are attended by affect.Effective self-regulation is the bedrock of healthy psychological functioning People whoroutinely are successful at self-regulation benefit from a sense of psychological stabilityand personal control that allows them to manage their perceptions of themselves and howthey are perceived by others Their behavior typically reflects salient goals and adoptedstandards of behavior Departures from these desired states are handled smoothly andeffectively People who routinely fail at self-regulation enjoy none of the psychologicalbenefits that derive from a sense of psychological stability and control and strugglewith mild to severe forms of psychopathology Effective self-regulation, by which peoplecontrol their thoughts, feelings, and behaviors, is essential for adaptive functioning.The recognition that self-regulation is of central importance in adaptive functioninghas inspired a large literature on the antecedents, correlates, and consequences of

* During the writing of this chapter, the author was supported by grants P20-DA017589 and P30-DA023026 from the National Institute on Drug Abuse.

effective and ineffective self-regulation Contributors to this literature represent thefull range of subdisciplines within psychological science as well as other disciplinesconcerned with human behavior (e.g., sociology, education) In the psychological sciences, different perspectives and streams of research on self-regulation have beenshowcased in a number of edited volumes published within the last decade (e.g.,Baumeister & Vohs, 2004; Boekaerts, Pintrich, & Zeidner, 2000; Cameron &Leventhal, 2003; de Ridder & de Wit, 2006; Heckhausen & Dweck, 1998).

Despite the impressive size and breadth of the literature on self-regulation in psychological science and related disciplines, relatively little research or theorizing (especially in the adult literature) has targeted the intersection of self-regulation andpersonality processes As such, research on personality structure and process rarely reflects the rich detail of models of self-regulatory processes, and research on the self-regulatory processes rarely addresses the fact that some portion of those processes is

a reflection of stable tendencies of individuals The primary aim of this handbook is

to bridge the personality and process-oriented literatures on self-regulation by casing programs of research that draw from and speak to both perspectives

show-In this opening chapter, I begin by discussing personality and information-processingperspectives on self-regulation Next, I describe ways in which the personality and information-processing perspectives might be integrated These range from methodologicalapproaches, in which constructs representing the two perspectives are examinedthrough integrated data-analytic strategies, to conceptual approaches, in which the twoperspectives are unified in a holistic theoretical model of self-regulation In the finalsection of the chapter, I preview the individual contributions that constitute the remainder of the handbook, which is organized in three conceptually coherent butoverlapping parts: the emergence and early expression of variability in self-regulation;self-regulation as a process that plays out in the context of normal adult personality;and individual differences in the components, styles, and effectiveness of self-regulation

Temperament and Personality Perspectives

The characteristic means by which people self-regulate and the routine success or failure they experience are reflected in personality traits Many of these traits are rooted

in temperament, which manifests early in life Despite the obvious continuitybetween temperament and personality, the literatures on these two manifestations ofpersonhood are relatively distinct; thus, they are summarized separately in this section

Temperament Constructs

The basic elements of the self-system and the capacity to self-regulate begin to emerge early in life For example, variation in the ability to inhibit behavior stabilizes

by about one year of age ( Kagan, 1997) The ego —the psychological structure andprocesses through which people relate to their social and physical environment—undergoes differentiation and change as young children mature (Loevinger, 1976) Interms of self-regulation, the developing individual becomes increasingly more able todelay gratification and increasingly less prone to act impulsively or in response to external pressure ( Hy & Loevinger, 1996 ) With the emergence of self-awareness andinternalized standards of behavior comes the capacity to self-regulate.

A temperament construct with clear implications for self-regulation is effortful trol, defined as the “ability to inhibit a dominant response to perform a subdominantresponse, to detect errors, and to engage in planning” ( Rothbart & Rueda, 2005,

con-p 169) Although specific constructs and labels vary across models of temperament,most include two broad factors that reflect the tendency toward a dominant response

of approach or avoidance Through the exercise of effortful control, children are able

to inhibit these dominant responses when they would conflict with an activity in whichthey are engaged Individual differences in effortful control begin to emerge by twoyears of age and by four years of age are temporally stable ( Kochanska, Murray, &Harlan, 2000) Effortful control is a precursor to the constraint dimension in adultmodels of personality

A related temperament construct is behavioral inhibition, which focuses on tion in children’s reactions to unfamiliar or unexpected stimuli In the presence ofsuch stimuli, children as young as one year of age who are behaviorally inhibited exhibit stress and behavioral restraint The neurophysiology of behavioral inhibitionindicates overactivity in brain regions associated with fear (Fox, Henderson, Marshall,Nichols, & Ghera, 2005) Thus behaviorally inhibited children are faced with the regulatory challenge of managing fear and anxiety in the face of the unexpected Because a stimulus for self-regulation is unexpected feedback from the environment(Duval & Wicklund, 1972), behaviorally inhibited individuals face the challenge ofmanaging such feedback while also managing the fear and anxiety such stimuliinvoke

varia-These and other temperament constructs influence the emergence and development

of self-regulation and underlie personality traits relevant to adult self-regulation.Although a large number of personality traits have some relevance for adult self-regulation, those that follow most clearly from temperament and are most likely toappear in major models of personality can be grouped under the general headings ofconscientiousness and impulsivity

Conscientiousness and Related Constructs

Among the higher-order dimensions of personality, conscientiousness is the most clearly relevant for self-regulation Although defined somewhat differently in lexical andpsychometric models, conscientiousness generally concerns the ways in which peoplecharacteristically manage their behavior People who are high on conscientiousness

are confident, disciplined, orderly, and planful, whereas people who are low on conscientiousness are not confident in their ability to control their behavior, and are spontaneous, distractible, and prone to procrastinate (Costa & McCrae, 1992).

In research linking conscientiousness to behavior, the more narrowly focused facets underlying the domain are emphasized (Paunonen & Ashton, 2001) The facets —competence/self-efficacy, orderliness, dutifulness, achievement striving, self-discipline,and deliberation/cautiousness—reflect different behavioral tendencies characteristic ofsuccessful self-regulation (Roberts, Chernyshenko, Stark, & Goldberg, 2005)

A related higher-order dimension of personality is constraint, which reflects wellthe temperament trait of behavioral inhibition (Tellegen, 1982) Facets of constraintfocus on the tendency to inhibit the expression of impulse and emotion (control),behavior at odds with social convention (traditionalism), and risk taking (harm avoidance) As with conscientiousness, in research on self-regulation constraint is bestconsidered in terms of its facets

Impulsivity and Related Constructs

As a trait, impulsivity is the tendency to act without thought or planning It is evident in early childhood (Clark, 1993) and has a strong neurobiological signature(Spinella, 2004) Impulsive behaviors typically are quick, often inappropriate, and frequently risky People who are highly impulsive are prone to a host of high-risk behaviors characterized by poor self-control (e.g., Hoyle, Fejfar, & Miller, 2000; Krueger,Caspi, Moffitt, White, & Slouthamer-Loeber, 1996; Wulfert, Block, Ana, Rodriguez,

& Colsman, 2002) Although impulsivity can be assessed, and often is studied, as atrait, it also appears as a constituent of broader traits and domains of personality such

as extraversion and psychoticism in the P-E-N model (Psychoticism, Extraversion, andNeuroticism; Eysenck, 1990), conscientiousness in the five-factor model (Costa &McCrae, 1992), impulsive sensation seeking in the alternative five-factor model(Zuckerman, Kuhlman, Joireman, Teta, & Kraft, 1993), and the behavioral approachsystem in Gray’s (1994) neurophysiological model Impulsivity typically is cast as abehavioral liability; however, in conditions that do not allow for forethought or plan-ning, impulsivity can be an asset (Dickman, 1990) In either case, behavior is notconsciously regulated by the individual, and therefore the process models describedbelow routinely do not apply

The idea that self-control is not always adaptive is apparent in the ego control construct (Block & Block, 1980) Ego control is defined as the “expression or con-tainment of impulses and desires” (Letzringa, Block, & Funder, 2004) An importantfeature of this conceptual model is the notion that individuals can be overcontrolled

as well as undercontrolled Individuals who are undercontrolled do not suppress emotional expression and behavior even when so doing would violate personal or socialstandards of appropriateness In terms of self-regulation, they do not exercise self-denial,are emotionally unstable, and are easily distracted Individuals who are overcontrolled

excessively inhibit emotional expression and behavior In terms of self-regulation, theyare rigidly organized, likely to exercise self-denial when it is not necessary to do so,and persist at tasks when it is no longer productive to do so According to the model,although the self-regulatory styles of undercontrolled and overcontrolled people ordin-arily are maladaptive, under certain conditions they are advantageous For instance,the self-discipline and persistence characteristic of overcontrolled people would bebeneficial when productivity under pressure is required The spontaneity and emotional expressiveness of undercontrolled people would play well in many socialsettings On average, however, a measured degree of ego control results in the mostadaptive self-regulation.

Related to impulsivity and ego control is the construct of disinhibition, the inability

to control demands on attention, cognition, and behavior that interfere with desiredbehavior Specifically, disinhibition involves an inability to prevent interference fromcompeting stimuli, irrelevant thoughts or demands on attention, and reflexive and automatic behaviors Alternatively, disinhibition can be viewed as a failure of the behavioral inhibition system, which evaluates the relevance of stimuli in terms of what

is expected given the situation, responds to inhibitory signals associated with stimulithat are unexpected, and motivates behavior aimed at reducing the influence of those stimuli on cognition, motivation, and behavior (Gray, 1991) In terms of self-regulation, people high in disinhibition are likely to struggle to stay on track in thepursuit of important goals or outcomes

This selective review of temperament and personality constructs relevant to regulation suggests how, and to some extent why, people vary in terms of how theyself-regulate, how often they self-regulate, and the degree of success or failure at self-regulation they routinely experience The personality perspective on self-regulation,exemplified by these constructs, suggests underlying neurophysiological influences andpositions self-regulation in the broader context of differences in temperament and personality With rare exception, however, the personality perspective provides littleinsight into the cognitive, affective, and behavioral processes that define a specific instance

self-of self-regulation

Information-Processing Perspective

An alternative perspective on self-regulation focuses on the specific processes bywhich information about the self is processed and the implications of that processingfor motivation and behavior The original model of this type, which is prototypic ofmodels that take this perspective, was described within objective self-awareness theory (Duval & Wicklund, 1972) According to the theory, when attention is directedtoward the self an evaluation ensues in which current self-representation is comparedagainst internalized standards of correctness as reflected in an ideal self-representation

This comparison yields affect, typically negative affect stemming from the unfavorablediscrepancy between current and ideal self-representations The negative affect motivates behavior aimed at reducing the discrepancy, either through behaviordesigned to change current self-representation to more closely approximate ideal self-representation or to direct attention away from the self Characteristics of this conceptualization that are apparent in other information-processing models of self-regulation include self-awareness, comparison of current self-representation with a behavioral standard, and the management of any unfavorable discrepancy between self-representation and the standard (e.g., Carver & Scheier, 1981; Higgins, 1987;Pyszczynski & Greenberg, 1987) In these models, self-regulation has succeeded whenself-representation and the salient behavioral standard are reconciled and attention shiftsfrom the self back to the environment.

Related models offer greater detail in terms of the process and its components Perhapsthe most influential of these models is the control-process model of self-regulation(Carver & Scheier, 1981) This model places less emphasis on self-awareness and negative affect and greater emphasis on sources of behavioral standards and the pro-cess by which the discrepancy between those standards and current self-representationare managed Embellishments to the model focus on the awareness of the rate at which discrepancies are reduced and the implications of this awareness for affect (Carver & Scheier, 1990) Self-discrepancy theory focuses more specifically on sources

of behavioral standards, distinguishing between ideal and ought self-representationsand detailing the emotions that arise when each is contrasted with current self-representation (Higgins, 1987) As a group, these models offer a rich and detailedaccount of what people are doing and feeling when they are self-regulating

Fundamental to these models is the assumption that self-regulation is conscious andeffortful The assumption of consciousness is particularly evident in models that accordself-awareness a central role in the process (e.g., Duval & Wicklund, 1972) The assump-tion of effort is evident in that all of the models assume an unsatisfactory state thattypically is overcome through cognitive or behavioral strategies This assumption isunderscored and, to some extent, validated by accumulating evidence that people areless effective at self-regulation when their ability to expend effort on it has been com-promised (Muraven & Baumeister, 2000)

The extent to which these assumptions are, in fact, fundamental has been called intoquestion by a growing body of evidence indicating that some portion of people’s goal-oriented behavior is nonconscious and automatic (Bargh & Williams, 2006) Moreover,the influence of goals activated outside of consciousness on behavior may equal theinfluence of goals activated in a conscious manner (Bargh, Gollwitzer, Lee-Chai,Barndollar, & Troetschel, 2001) Whether the process initiated by nonconscious activa-tion is similar to the conscious process described earlier is unclear Furthermore, it is notclear whether activation of all behavioral standards would initiate nonconscious self-regulation, or whether goals are unique in this regard Nonetheless, it is evident that,

at least some of the time, the regulation of behavior requires neither consciousness noreffort

Models of self-regulation in the information-processing tradition address importantconcerns regarding what the process of self-regulation entails They describe stimulithat initiate the process, components of the process, how the process unfolds, and,ultimately, the conditions that cause the process to terminate Although the information-processing perspective offers a detailed account of the process of self-regulation, it offerslittle in the way of explaining the developmental origins of this process and variationacross people in the characteristic ways the process unfolds.

Integrating the Perspectives

Although the personality and information-processing perspectives on self-regulationhave yielded important empirical and theoretical advances, each offers only a partialexplanation of self-regulation Personality accounts are generally decontextualized, and processing accounts generally ignore fundamental differences between people

A fuller account of self-regulation would be provided by an integration of these complementary perspectives Elsewhere, I have presented a general framework for integrating trait and process variables in the study of behavior (Hoyle, 2000) In the remainder of this section I draw on that framework to suggest three ways in which the personality and information-processing perspectives on self-regulationcould be integrated

Distal –Proximal Approach

One means of integrating the personality and information-processing approaches focuses on the causal order of their influence on behavior In this approach the initial focus is a personality–behavior association Because personality traits are pre-existing characteristics of individuals, the assumption of this approach is that the influence

of personality on a specific instance of behavior unfolds in a situated process In such

a model, personality traits are distal influences that operate on behavior through aproximal, online process Research that exemplifies this approach is rare within theself-regulation literature (for an example, see Tobin, Graziano, Vanman, & Tassinary,2000) To some extent, this relative lack of distal–proximal research is not surprisingbecause of how studies inspired by the personality and information-processing perspectives typically are done Research from the trait perspective typically relies onunsituated measurement of traits and summary measures of behavior Research fromthe information-processing perspective typically concerns specific instances of aspecific behavior in a controlled setting Investigators working from the information-processing perspective are best situated to integrate perspectives using this approach,needing only to measure relevant traits, preferably before and in a different settingfrom the controlled setting in which processing and behavior are observed

Conditional Influence Approach

An alternative means of integrating the two approaches is to examine self-regulatoryprocessing at different levels of temperament or personality traits For such studies to

be successful, neither the self-regulatory process nor the trait on which it is tioned need to have previously been linked to the behavior Indeed, it is possible thatthe consideration of a link between self-regulation and behavior at different levels of

condi-a personcondi-ality trcondi-ait would revecondi-al condi-an condi-associcondi-ation not evident when the link is evcondi-alucondi-ated

in an unconditional model In this integrative approach, the effect of the personalitytrait on the behavior is not of primary interest; thus, traits need not belong to thecategory of personality traits directly relevant to self-regulation (although frequentlythey will) An example of such a trait is self-monitoring Individuals high in self-monitoring are more likely to experience public self-awareness and reference socialstandards, whereas individuals low in self-monitoring are more likely to experienceprivate self-awareness and reference personal standards (Hoyle & Sowards, 1993) Thuskey aspects of the self-regulatory process are conditional on self-monitoring The implementation of research consistent with this approach would not differ from theimplementation of research consistent with the distal–proximal approach The twoapproaches differ in terms of the assumed relation between personality and process —causal in the distal–proximal model, no relation assumed in the conditional model—and the assumed relation between personality, process, and the behavior—bothpersonality and process causally related to behavior in the distal–proximal model, norelation between personality and behavior assumed in the conditional model

Conceptually Integrated Approach

In the distal–proximal and conditional approaches to integrating the personality andinformation-processing perspectives on self-regulation, the constructs and processes areseparately measured or operationally defined, then integrated in the statistical modeling of the data A more profound integration would be conceptual models thatsimultaneously implicate personality traits and information processing in such a waythat each accounts for the other At the personality level, such efforts have been attemptedfor impulsivity (Carver, 2005), narcissism (Morf & Rhodewalt, 2001), and self-monitoring (Hoyle & Sowards, 1993) Dynamic models of personality (e.g., Mischel,2004), which define personality as invariance in situated emotion, thought, and behavior, hold promise for a broader integration of the personality and information-processing perspectives (see also Cervone, 2004; Morf, 2006) The development ofsuch models for self-regulation requires the thoughtful integration of temperament orpersonality and information-processing constructs in such a way that personality can

be understood in terms of process and processes can be understood as expressions ofpersonality

Overview of the Handbook

Chapters in Part I of the handbook explore the emergence and development of thecapacity for self-regulation during infancy and early childhood In Part II, chapterspresent conceptual models and empirical findings relevant to the integration of basicpersonality processes and self-regulatory processes in normal adults The final set ofchapters, in Part III, focuses on a range of individual differences that distinguish styles

of regulation and their relative effectiveness in the course of everyday life

Temperament and Early Personality

Eisenberg, Eggum, Vaughan, and Edwards open Part I with a chapter on the temperamental bases of self-regulation They present key findings from an impressiveprogram of research that spans more than 15 years They describe a multifaceted model

of effortful control — an aspect of temperament — and discuss the association of thefacets of effortful control with internalizing and externalizing behavior and with emotionality in toddlers and young children They compare these relations with thoseinvolving reactive control, which differs from effortful control in that it is relativelyautomatic This distinction between voluntary and involuntary control processeshighlights a useful distinction that has had only a modest influence on models of self-regulation in adulthood (cf Bargh & Chartrand, 1999) Eisenberg et al close bypointing out the need for more precise measures of the components of temperamentrelevant for self-regulation that would facilitate research on causal processes in the rela-tions they have observed as well as studies of the relations between the components

as they change with age

A landmark study in the literature on self-regulation during childhood is Mischel’s(1958) experimental study of preference when given a choice between an immediate,but relatively small, reward versus a delayed, but relatively larger, reward The seminal study showed that young children are increasing able to delay gratification bychoosing the larger reward despite the temptation of an immediate reward Tobin andGraziano review 50 years of research building on this finding They organize the sprawling literature on delay of gratification using a rubric that both reveals the lack

of coherence of this literature and sets the stage for a proposed new model of the cesses at play in delay of gratification Their model is integrative and well-grounded

pro-in basic research on perception, valuation, and decision makpro-ing, settpro-ing the stage for

a new generation of research on a prototypic instance of self-regulated behavior.Blair, Calkins, and Kopp examine the relation between self-regulation in young childrenand their early performance in school They focus on the role of early biological func-tioning as it affects executive functioning in the development of effective strategiesfor managing behavior and emotions Blair et al note that, although the components

of self-regulation were not routinely assessed in evaluations of preschool programs, it

is likely that the positive effects of those programs on adjustment and well-being can

be attributed to their contribution to the development of adequate self-regulatory skillsand strategies They highlight findings from recent evaluations of a new preschoolprogram that indicate clear effects on executive functioning and self-control Theiranalysis provides strong support for early interventions that attend to biological func-tions that serve as a foundation for effective self-regulation in the academic context.The final chapter in Part I, contributed by McDermott and Fox, concerns the role

of response monitoring in self-regulation Consistent with the analysis by Blair et al.,these authors draw attention to the underlying neurobiology as it develops during earlychildhood Building on findings from imaging, physiological, and behavioral studies

of response monitoring and related constructs, the authors make a strong case for ing on response monitoring in evaluations of effectiveness at self-regulation and attempts

focus-to improve self-regulation Their analysis concludes by relating response monifocus-toring

to aspects of temperament and showing that whether response monitoring is adaptivedepends on where young children stand on temperamental traits such as fearfulness

A core component of their model is the regularity in contingencies between situationsand individuals’ responses to them, which give rise to “signatures of the self.” Theyillustrate the dynamic components of their model by selectively applying it to personality traits such as rejection sensitivity and narcissism Morf and Horvath’s chapter sets the stage for the remainder of Part II by demonstrating the conceptualintegration of trait and information processing perspectives on self-regulation in a coherent, dynamic model of personality

Whereas Morf and Horvath describe a model in which personality emerges frompatterns of situated self-regulation, McCrae and Löckenhoff begin with the dominantmodel of personality, the five-factor model, and locate characteristic patterns of self-regulation within it Specifically, the authors draw on five-factor theory to provide anaccount of how individual differences in self-regulation emerge from basic aspects

of personality By influencing the behavioral standards that guide self-regulation, affective reactions during self-regulation, and mechanisms by which experience is reconciled with standards, a person’s standing on the five principal personality factorsand their constituents define the psychological context within which self-regulationtakes place Like Morf and Horvath, McCrae and Löckenhoff persuasively argue thatpersonality and self-regulation are entwined A fundamental difference between thetwo accounts is the question of which gives rise to the other Longitudinal research

that begins with young children, such as that featured in Part I of the handbook, will berequired to determine whether, or perhaps when, one takes precedence over the other.Niemiec, Ryan, and Deci discuss the concept of autonomy in self-regulation terms.Their analysis touches on a core assumption of many models of self-regulation — thatindividuals exercise will in choosing among behaviors and outcomes In their view,true self-regulation implies autonomy, which varies from one action to the next.Furthermore, people vary in their tendency to function autonomously; that is, theyvary in the extent to which they regulate their own behavior The authors offer a critique of theoretical perspectives that question the possibility of autonomy and, therefore, self-regulation By disentangling independence and autonomy, they showhow behavior contingent on the environment can, nonetheless, be autonomous if theindividual exercises choice in allowing for the environmental influence Similarly, auto-matized behaviors can be autonomous if, upon reflection, they would be chosen bythe individual and, if desired, could be overridden Defined in this way, autonomy isessential for self-regulation and, more broadly, for healthy psychological functioning.Sansone, Thoman, and Smith describe their work on the self-regulation of motivation In their model, while individuals are engaged in goal-directed behaviormotivated by personal and /or situational characteristics, their motivation mightincrease or decrease as a function of their experience of engaging in the behavior Ofparticular import is the degree to which the behavior is experienced as interesting.They specifically consider occasions when motivation provided by personal or situational characteristics is high, but interest is low It is under these conditions thatindividuals might sustain the behavior by increasing interest through self-regulation.They review a host of studies that illustrate the role of personality in when and how interest is self-regulated They illustrate the role of interest regulation in two import-ant contexts — career choice and relationship maintenance Sansone et al.’s workexemplifies the integration of the personality and information-processing perspec-tives on self-regulation through the conditional influence approach described earlier.Karoly describes his conceptual model of self-regulation and reviews researchinspired by the model As in the previous chapters in Part II, the author argues that,

to be fully understood, models of self-regulation must account for characteristics ofthe individual as they are manifest and operate in situational context A strength ofKaroly’s model is its specificity, both in terms of what self-regulation is and what it

is not The goal construct is central in his model and is specified and assessed at alevel of detail unmatched by other accounts of goal pursuit Karoly illustrates the usefulness of this model for understanding specific and consequential goal-guided activ-ities such as pain management, physical exercise, and academic performance Theory-driven measurement is a centerpiece of Karoly’s work, and he presents compelling results

of work that makes use of measurement tools design to capture the richness of goalsand goal-related thoughts and behaviors These measures exemplify the author’s assertion that self-regulation is complex and multilayered, and that empirical efforts

to understand self-regulation ought to be designed in such a way that they capturethis complexity and richness

In the final chapter in Part II, DeWall, Baumeister, Schurtz, and Gailliot discussthe implications of variability in the capacity for self-regulation for the expression andinfluence of personality traits They liken the capacity for self-regulation to strength

or energy such as that generated by a muscle They review evidence indicating that,

as with muscular strength, this capacity is limited; thus it can be exhausted, leading

to ego depletion and consequent failures of self-regulation They reason that whenthe capacity for self-regulation is compromised, the influence of personality on behavior may be strengthened or weakened For instance, when social convention runscontrary to what personality might dictate, ego depletion, by undermining the capacity to follow social convention, should result in pronounced effects of personality

on behavior (cf Caspi & Moffitt, 1993) Conversely, when the expression of a personality trait involves self-regulation, ego depletion should thwart that expression,resulting in a reduction in the influence of personality on behavior DeWall et al pre-sent data from a large number of studies to illustrate these and other conditions underwhich ego depletion strengthens or weakens the expression and influence of person-ality Their work is prototypic of the conditional influence approach to integratingpersonality and self-regulation described earlier in this chapter

Individual Differences

Ilkowska and Engle begin Part III, which concentrates on individual differences relevant to self-regulation, by drawing our attention to variability in a fundamentalaspect of information processing: working memory After defining the working memory system and its functions, the authors describe research showing that, as children’s working memory develops, their effectiveness at self-regulation improves.They also show that variability in working memory capacity in adulthood is associ-ated with various aspects of the information processing involved in self-regulation.Personality and social psychologists who study self-regulation will find particularly useful a section of the chapter on measuring working memory capacity In the latterhalf of the chapter, the authors draw on a number of literatures to show the link betweenworking memory and a host of problem behaviors and behavioral deficits typicallyviewed as resulting from poor self-regulation

Scholer and Higgins provide an overview of regulatory focus theory, highlightingtwo fundamentally different forms of self-regulation Self-regulation from a promo-tion orientation involves striving for ideals through accomplishment and growth, whereasself-regulation from a prevention orientation involves fulfilling duties and obligationsthrough safe and responsible behavior Importantly, although individuals vary acrosssituations in their characteristic orientation, situational pressures can cause them toself-regulate in ways that are not characteristic of them Because individuals can beshifted from one orientation to the other, the literature inspired by regulatory focustheory includes, in addition to studies in which regulatory focus is measured, experi-ments in which individuals are randomly assigned to a promotion or prevention

orientation Scholer and Higgins draw on both types of studies to provide a detailedaccount of how promotion- and prevention-focused self-regulation operate in circumstances that require self-regulation (e.g., failure, temptation, group dynamics).

A key feature of their model, upheld by a growing empirical literature on regulatoryfocus, is that, generally speaking, neither orientation is superior to the other In the bestcase, individuals self-regulate from the orientation that best matches current situational pressures

The chapter by Maddux and Volkmann focuses on self-efficacy, a highly tial construct that captures variation in beliefs about what one can and cannot do incertain conditions Self-efficacy differs from other individual differences covered inPart III of the handbook in its specificity Self-efficacy beliefs refer to specific behaviors and arise from direct and indirect experience with the behavior Althoughself-efficacy beliefs are behavior specific, the likelihood of developing strong self-efficacybeliefs can be attributed, in part, to stable traits The authors review research thatpoints to a number of basic personality dimensions associated with the development

influen-of efficacy beliefs A key contribution influen-of the chapter is their discussion influen-of efficacy beliefs as they influence the process of self-regulation at different stages Theyconclude the chapter with a section on collective efficacy, a group’s shared beliefs aboutits competencies, introducing the term “collective regulation” to refer to the members

self-of a group working together to pursue shared goals

Jostmann and Koole discuss self-regulation as action control, presenting a uum that, at its extremes, defines two orientations to self-regulation in demandingsituations Individuals with an action orientation readily develop intentions to act so

contin-as to manage situational demands, wherecontin-as individuals with a state orientation are indecisive and hesitant in demanding situations Like the promotion and preventionorientations outlined in regulatory focus theory, individuals differ reliably in their tendency to adopt one or the other orientation but could, in specific situations, adopteither orientation According to the authors, high demands challenge working memory and related processes necessary for effective self-regulation Individuals with

an action orientation are able to shield against these challenges — using cognitive, affective, and behavioral strategies — and therefore manage high demands in ways thatindividuals with a state orientation cannot The authors close with a discussion ofpractical strategies available to action- and state-oriented individuals for managingdemanding situations

Magen and Gross offer a systematic analysis of self-control in the face of tion Drawing on extant models of self-regulation and emotion regulation, they propose a process model of self-control They use relatively common temptation situations to highlight components of the process prescribed by their model Theypropose an interplay between personality and the process of self-control Personalityinfluences both the types of objects and activities that are tempting to the individualand the self-control strategies they invoke At the same time (and consistent with Morfand Horvath’s analysis in Part II), characteristic strategies for exercising self-control

tempta-in the face of temptation tempta-influence personality The authors draw on a variety of

literatures in personality and self-regulation in support of each step of the proposedprocess.

Kruglanski, Orehek, Higgins, Pierro, and Shalev define self-regulation in pursuit terms, highlighting two fundamental aspects of self-regulation: assessment and locomotion Assessment concerns processes associated with comparison in self-regulation; specifically, comparisons between alternative goals or means to achievinggoals Locomotion refers to processes in self-regulation that involve moving from thecurrent state toward another state In regulatory mode theory, these modes areorthogonal; that is, concern for one has no implications for concern for the other.Temperament and experience govern the degree to which individuals differ in theirconcern for each in the process of self-regulation In terms of goal pursuit, high levels of locomotion are associated with preferences for activity, and high levels of assess-ment are associated with preferences for evaluation of alternatives Although some goalpursuits emphasize one over the other, in general, goal pursuit is most effective whenthe two modes are effectively implemented The authors illustrate these modes andthe relative effectiveness of the various combinations of preferences for them by review-ing their accumulated work on individual and interpersonal goal pursuits They alsodiscuss research demonstrating the value of a regulatory mode analysis for performanceand change in organizations and cultural differences

goal-Crocker, Moeller, and Burson draw attention to the incompatibility of regulation devoted to managing self-esteem and self-regulation focused on achievingimportant long-term goals They refer to a focus on self-esteem maintenance as egosystem motivation and argue that, because of the emotions it entails, it occupiesattention, motivation, and cognitive resources that might otherwise be used in thepursuit of goals that focus away from the self and toward others They present findingsfrom their research program on contingencies of self-esteem that illustrate the deleterious effects of the chronic and situational pursuit of self-esteem—low intrinsicmotivation, high stress, and premature abandonment of relevant activities Ecosystemmotivation, in contrast, encompasses a concern for others and self in relation to others It involves less emotion than egosystem motivation (though it is not free ofemotion), and is characterized by self-regulation that is more effective and not an impediment to supportive relationships with others They present findings from newresearch on the degree to which the tendency to pursue compassionate goals — thosethat emphasize constructiveness and support of others — is associated with improvedself-regulation in the pursuit of personal goals

VanDellen, Bradfield, and Hoyle continue the focus on esteem and regulation by examining the self-regulation of state self-esteem as a function of traitlevels of self-esteem They argue that, unlike trait self-esteem, which is quite stableacross the lifespan, state self-esteem varies from moment to moment Because self-regulation is prompted by discrepancies between expectations and reality, the stronglypositive view of self characteristic of individuals high in trait self-esteem and the likelihood of social feedback that does not support this view ensures that they mustroutinely manage their state self-esteem through self-regulation VanDellen et al

self-present findings showing that state self-esteem is particularly likely to fluctuate in socialsituations that are unpredictable and uncontrollable They then review findings fromtwo lines of research showing that high self-esteem people engage in cognitive andaffective strategies aimed at maintaining a positive view of themselves in the moment.Strauman and Wilson draw on findings from a wide range of traditions, includinganimal models and human brain imaging, to explore similarities and differences betweenmodels of approach and avoidance in goal pursuit They begin by outlining two levels of analysis at which approach and avoidance tendencies might be described.Description at the biobehavioral level, as exemplified in models of behavioral activa-tion and inhibition, focuses on early appearing individual differences that are, at least

in part, heritable and that focus on the brain Description at the social-cognitive level,

as exemplified in regulatory focus theory, focuses on individual differences in mation processing as they play out in social environments The authors conclude thatthese levels represent two sets of processes that are activated by different stimuli butoften function simultaneously, though not necessarily with the same orientation Intheir brain imaging research, they indeed find that different neural substrates underliethe two levels of approach and avoidance The chapter concludes with a discussion

infor-of the value infor-of exploring self-regulation processes as they manifest at multiple levels

of analysis

Leary, Adams, and Tate fittingly conclude the handbook by proposing a strategyfor managing situations in which attempts at self-regulation produce undesired out-comes Examples include increased frequency of thoughts one is trying to suppress,overeating by individuals on a diet, and poorer sleep by individuals who try to control their sleep To combat these ironic effects, Leary et al propose a novel strategy—hypoegoic self-regulation Sometimes hypoegoic states, characterized by lowself-awareness and /or heightened focus on concrete behaviors in the present moment,occur spontaneously, as in the case of the performance of a well-learned behavior andthe state of flow Hypoegoic self-regulation is the intentional effort to produce or prolong hypoegoic states This regulation can involve taking steps to reduce self-awareness or taking steps to focus on concrete behaviors in the present Leary et al.describe strategies for pursuing either route to a hypoegoic state For instance, self-awareness can be reduced through extensive practice or meditation A focus on con-crete behavior can be promoted by stimulating a focus on how, rather than why, abehavior is enacted or by training focus narrowly on behavior in the present moment(e.g., mindfulness) Leary et al conclude by reviewing a series of individual differ-ences likely to be associated with the ability to experience hypoegoic states This novelconceptualization suggests that, under certain conditions, the most successful self-regulation strategy is not to self-regulate

This handbook comprises a strong set of contributions from scholars at the forefront

of the current wave of interest in self-regulation They present findings from productiveresearch programs that focus on self-regulatory processes while attending to indi-vidual variation in how those processes unfold I hope this volume inspires deeper

consideration of self-regulatory processes by temperament and personality researchers,and a better accounting for personality by social-cognitive researchers, as they developnew models and approaches to the study of self-regulation.

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Temperament and Early Personality

Nancy Eisenberg, Natalie D Eggum, Julie Sallquist, and

Alison Edwards*

Although the topic of self-regulation frequently has not been embedded in theory andresearch on temperament or personality, recent findings in psychology as well as neuroscience and genetics indicate that individual differences in self-regulatory cap-abilities have a strong temperamental basis In this chapter, we define temperament

as “constitutionally based individual differences in reactivity and self-regulation, in thedomains of affect, activity, and attention” ( Rothbart & Bates, 2006, p 100) Thus,temperament has a biological (including genetic) basis, although it is viewed asinfluenced by maturation and experience Rothbart and Bates (2006 ) argued that temperament is the “affective, activational and attentional core of personality, whereaspersonality includes much more than temperament, particularly the content of thoughts,skills, habits, values, defenses, morals, beliefs, and social cognition” (p 100)

Rothbart and Bates (2006 ) proposed that much of temperament is subsumed bythe constructs of self-regulation and reactivity Self-regulation refers to “processes such as effortful control and orienting that function to modulate reactivity,” whereasreactivity refers to “responsiveness to change in the external and internal environment”(p 100), including emotional responses and physiological reactivity

Central to the temperamental bases of self-regulation is the construct of effortful control, defined as “the efficiency of executive attention—including the ability to inhibit

* Work on this chapter and some of the research discussed was supported by grants from the National Institute of Mental Health to the first author.

Relations of Self-Regulatory/Control

Capacities to Maladjustment, Social

Competence, and Emotionality

a dominant response and/or to activate a subdominant response, to plan, and to detecterrors” ( Rothbart & Bates, 2006, p 129) Effortful control includes the abilities toshift and focus attention as needed, to activate and inhibit behavior as needed, especially when one does not feel like doing so, and other executive functioning skillsinvolved in integrating information, planning, and modulating emotion and behavior.Effortful control is believed to be centered in the anterior cingulate gyrus but alsoinvolves regions of the prefrontal cortex (e.g., Goldsmith, Pollak, & Davidson, 2008;Rueda, Rothbart, McCandliss, Saccomanno, & Posner, 2005) It appears to begrounded in components of executive functioning, especially executive attention Effortfulcontrol and executive functioning have been linked to variation in specific candidategenes (see Posner, Rothbart, & Sheese, 2007), providing evidence of effortful control’sheredity bases.

Eisenberg and colleagues (e.g., Eisenberg & Morris, 2002; see also Carver, 2005;Derryberry & Rothbart, 1997; Nigg, 2000) have sought to differentiate the truly regulatory processes involved in effortful control from other aspects of control (or thelack thereof ) that seem to be involuntary or so automatic that they often are not under

voluntary control Such reactive control processes pertain to relatively involuntary

motivational approach and avoidance systems of response reactivity that, at extreme levels, result in impulsive undercontrol and rigid overcontrol Measures typically tap( but are not confined to): (a) impulsivity (speed of response initiation, including surgent approach behaviors) and ( b) overcontrol (rigid, constrained behavior) or behavioral inhibition (slow or inhibited approach, distress, or subdued affect involv-ing in situations involving novelty or uncertainty; Derryberry & Rothbart, 1997; Kagan

& Fox, 2006) Pickering and Gray (1999) and others have argued that approach andavoidance motivational systems related to impulsive and overly inhibited behaviors,respectively, are associated with subcortical systems such as Gray’s BehavioralActivation System (which involves sensitivity to cues of reward or cessation of punish-ment) and Behavioral Inhibition System (activated in situations involving novelty andstimuli signaling punishment or frustrative nonreward) Cacioppo, Gardner, andBerntson (1999) noted that although approach and avoidance systems have differentbiological substrates, they have reciprocally activated behavioral manifestations.Reactive overcontrol and undercontrol appear to load on a different factor in confirma-tory factor analyses than does either effortful control or negative emotionality.Rothbart, Ahadi, Hershey, and Fisher (2001) generally have found three factors ofchildhood temperament: (a) negative affectivity, including negative emotions such asanger, fear, sadness, and discomfort, as well as low soothability; (b) extraversion/surgency,including high intensity pleasure, positive anticipation, impulsivity (reactive under-control), activity level, low shyness (likely reflecting reactive overcontrol to some degree),and less consistently, high levels of smiling/laughter; and (c) effortful control, includingattention focusing, inhibitory control, low intensity pleasure, perceptual sensitivity,and often smiling / laughter The loading of low intensity pleasure and perceptual sen-sitivity on effortful control perhaps occurred because well-regulated children are morelikely to notice subtle stimulation and to enjoy low level positive stimuli Moreover,

high intensity positive emotion is probably relatively unregulated and involves an approachmotivation and extraversion/surgency, as does impulsivity (Gray & McNaughton, 2000).Children’s self-regulation and reactive control often are assessed with adults’ reports

of effortful control, self-reports for older children, and /or behavioral measures It islikely that some of those measures such as delay tasks tap both constructs as they caninvolve modulation of attention, inhibition of approach, and impulsive approach torewards

In this chapter, we review research on the relation of individual differences in dren’s self-regulation, reactive control, and emotionality to children’s externalizing andinternalizing problem behaviors, as well as relations of regulation /effortful control totheir positive and negative emotionality Because one goal in our work has been todifferentiate effortful control and reactive control when predicting (mal)adjustment,

chil-we discuss findings relevant to both constructs We focus foremost on research fromour laboratory, but frequently mention patterns in others’ findings

Relations of Self-Regulation / Reactive Control to Maladjustment and Social Competence

Based on a heuristic model in which Eisenberg and colleagues discussed different styles

of control /regulation (i.e., inhibited, undercontrolled, and optimally controlled;Eisenberg, Fabes, Guthrie, & Reiser, 2000; Eisenberg & Morris, 2002), we hypoth-esized that children prone to externalizing problems are low in all types of effortfulcontrol, high in reactive undercontrol (impulsivity), and low in reactive overcontrol,

as well as prone to emotions such as anger/frustration In contrast, children with nalizing problems (a broad grouping of problems such as anxiety, depression, socialwithdrawal, and somatic complaints) were predicted to be low in the components ofeffortful control that most directly and strongly contribute to emotion regulation (e.g.,attentional control) and in activational control (the ability to activate behavior whenone is motivated not to do so), low to average in inhibitory control (the ability toinhibit behavior when one is motivated to act), low in reactive undercontrol, and high

inter-in reactive overcontrol They also are expected to be prone to negative emotions, cially fear, sadness, and worry, and low in positive emotionality Children high in socialcompetence were hypothesized to be high in all types of effortful control, moderate inreactive control (not overly impulsive or overcontrolled), low to moderate in negativeemotionality, and high in positive emotionality We summarize some relevant studies below

espe-Externalizing Problems and Social Competence

Externalizing problems in children generally include aggression, defiance of authority,delinquency, and related acts such as destruction of property Such problems in children

have frequently been related to low self-regulation (e.g., Kochanska & Knaack, 2003; Lengua, West, & Sandler, 1998; Martel et al., 2007; Oldehinkel, Hartman,Ferdinand, Verhulst, & Ormel, 2007; Olson, Sameroff, Kerr, Lopez, & Wellman, 2005;Rydell, Berlin, & Bohlin, 2003) However, in many of the existing studies, differentaspects of effortful control /self-regulation were not examined or the data were onlycross-sectional With longitudinal data, one can better examine ( but not prove) issuesrelated to direction of causality, especially if one can control for initial levels of variables.

Relations of effortful control to externalizing problems and social competence. In a series

of studies we have examined relations of effortful control to externalizing problems

In one set of studies, we obtained parents’ (usually mothers’) and teachers’ reports ofeffortful control and mothers’, fathers’, and teachers’ reports of maladjustment; in addition, some behavioral measures of regulation were administered Children wereclassified into groups as having relatively high levels of externalizing problems, internalizing problems, both types of problems, or neither type Consistent with expectations, in a sample of US children aged 4.5 to about 7 years, those high onexternalizing (or comorbid), in comparison to nondisordered children, were low in

adult-reported effortful control—attention shifting, focusing, and inhibitory control—

often even when using across-reporter data, and low on some behavioral measures ofeffortful control ( Eisenberg, Cumberland, et al., 2001) Two years later, similar relations were obtained (Eisenberg et al., 2005; also see Eisenberg et al., 2009, for the4-year follow-up) Change in status over the two years was not predicted by effortfulcontrol, however, perhaps because of its stability across time Similarly, in a sample

of young Chinese school children, those rated by peers and teachers as high in nalizing problems were lower on attention focusing and inhibitory control thannondisordered children ( Eisenberg et al., 2007)

exter-In other studies we examined the relations of an aggregate measure of effortful control (usually containing adults’ reports of attention focusing, attention shifting,inhibitory control, and often a behavioral measures of effortful control) to external-izing problems and social competence, within and across time In an early longitudinalstudy, we found evidence that individual differences in preschoolers’ attentional control were related to low levels of nonconstructive responses when dealing with real-life anger ( Eisenberg, Fabes, Murphy, et al., 1994), as well as with adults’ reports

of good social skills and peers’ reports of popularity (primarily for boys, Eisenberg

et al., 1993) In follow-ups every two years (until age 11–12), we continued to find evidence that effortful control (often combined with low impulsivity) was related, withinand often across time, with socially appropriate behavior, as well as low levels of parent-reported externalizing problems ( Eisenberg, Fabes, Murphy, et al., 1995;Eisenberg, Fabes, Shepard, et al., 1997; Murphy, Shepard, Eisenberg, & Fabes, 2004)

In a different study of preschool children, adult-reported effortful control was related

to teachers’ reports of children’s rejection by peers (Spinrad et al., 2004) and withaggression ( Hanish et al., 2004) In research in China involving young elementary